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Many professionals believe that teaching on the floor in a child’s natural environment is the best way to teach kids with autism or kids with developmental delays. Over my two decades as a BCBA, I have found that a table is better to incorporate my autism teaching strategies. Rather than chasing a child around the room following their short attention span, I’ve found more success from teaching by using repetitions in a positive environment centered around table time.
Step 1 and 2 of the Turn Autism Around approach is all about getting an assessment and a plan so that you can be prepared to dive into step 3: Teaching. The assessment is going to help you see where the child is at so that the child’s goals are realistic and achievable. A child cannot learn colors when we shouldn’t be teaching them to put together two syllables. Once we have a baseline assessment of their general abilities, then we can put together a plan that will meet them where they’re at, and move them toward their goals.
Each of us thrives in a positive environment, and I really believe in making my autism teaching strategies as fun and positive as possible. We teach prosocial behaviors at the table using activities that build a child’s skills. The fun things like bubbles, puzzles, and sensory toys live at the table, and that makes kids excited to join the parent or therapist for some learning disguised as fun.
There are children who struggle at table time, but that just makes us as parents and professionals have to work harder to figure out how to reach that specific child. My approach to table time works for most children, plus it promotes parent education. Parents can take this strategy and apply it throughout their child’s day to create positive engagement during the majority of their child’s waking hours.
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